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Exploring the role of visual imagery in learning mathematics
This paper reports on exploratory research into visual imagery in the learning of early mathematics. It aims to present a theoretical position in relation to perceptual perspectives of visual imagery. Students’ visual imagery is explored in one example of a teacher’s use of a protocol to encourage students to replicate dot patterns. This example indicated that some students were unable to accurately replicate the spatial and numerical features of the dot patterns. Discernment and determinism are considered as key elements impacting on the students’ imagery, and consideration is given to a focus on these key elements in future research on the use of visual representations in the mathematics classroom.
History
Publication title
Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of AustralasiaEditors
G Hine, S Blackley and A CookePagination
508-515ISBN
978-1-920846-31-2Department/School
Faculty of EducationPublisher
The Mathematics Education Research Group of AustralasiaPlace of publication
Adelaide, AustraliaEvent title
42nd Mathematics Education Research Group of Australasia ConferenceEvent Venue
Perth, AustraliaDate of Event (Start Date)
2019-06-30Date of Event (End Date)
2019-07-04Rights statement
Copyright 2019 MERGARepository Status
- Restricted